I 118 
1183 
opy 1 



TWENTIETH CENTURY TEXT-BOOKS 



THE TEACHING OF 

MEDIEVAL HISTORY 

WITH SELECTED REFERENCES 

DESIGNED TO ACCOMPANY 

A HISTORY OF THE MIDDLE AGES 



BY 



DANA CARLETON MUNRO 




NEW YORK 

D. APPLETON AND COAIPANY 

1903 



TWENTIETH CENTURY TEXT-BOOKS 



THE TEACHING OF 

MEDIEVAL HISTORY 

WITH SELECTED REFERENCES 

DESIGNED TO ACCOMPANY 

A HISTORY OF THE MIDDLE AGES 



BY 

DANA CARLETON MUNRO 




NEW YORK 

D. APPLETON AND COMPANY 

1903 



g3 



THE LIBRARY OF 
CONGRESS, 

Two Copies Received 

MAR 20 1903 

CoH/iignt iintty 
CLASS '^ XXc. No. 

o" »r 1-^ ") 2) 

COPY B. 






Copyright, 19U3 
By D. APPLETON AND COMPANY 



CONTENTS 



CHAPTER PAGE 

List of twenty-five books 1 

Introduction to manual 5 

I. — Introduction 8 

II. — The empire of Charles the Great . . . .12 

III.— The Church 15 

IV. — The invasions 17 

V. — Feudalism 19 

VI. — The German kingdom (to 1122) 21 

VII. — The kingdom of Prance (to 1108) . . . .23 

VIII.— England (to 1135) 24 

IX.— The Moslem world (750-1095) 26 

X. — The Byzantine empire 27 

XI.— The Crusades 29 

XII. — The monastic orders 31 

XIII. — Life of the nobles (twelfth and thirteenth cen- 
turies) 33 

XIV. — Life of the people ^(twelfth and thirteenth cen- 
turies) 34 

XV. — Schools and universities 36 

XVI. — The Church in the twelfth and thirteenth cen- 
turies 37 

XVII. — Germany and Italy 39 

XVIII.— France (1108-1314) 41 

XIX.— England (1135-1337) .42 

XX. — The other European nations 43 

iii 



TEACHING MEDIEVAL HISTORY 



A LIST OF TWENTY-FIVE BOOKS SUITABLE 
FOR A SCHOOL LIBEAEY 

These are cited frequently in Munro's History of the Middle Ages 
and in this Manual. 

Adams : Civilization during the Middle Ages. New York, 
Scribner, 1894. $2.50. Of especial value as a philo- 
sophic and interesting treatment. Cited as Adams. 

Bryce : Holy Roman Empire. Various editions ; best, 
New York, Macmillan. 11.00. The best single work 
on the medieval empire, but generally too difficult for 
pupils. Cited as Bryce. 

Cheyney : Industrial and Social History of England. 
New York, Macmillan, 1901. $1.40. An excellent 
short treatment. For some subjects the best discus- 
sion obtainable. Cited as Cheyney. 

Colby : Selections from the Sources of English History. 
New York, Longmans, Green & Co., 1899. $1.50. Very 
useful translations. Cited as Colby. 

Cunningham: Western Civilization., vol. ii, Cambridge, 
1900. $1.25. Extremely interesting and novel ; of 
great value. Cited as Cunningham. 

Note. — In the selection of references I have been assisted by 
Caroline Colvin, Ph. D., of the University of Maine, and James F. 
Willard, Ph. D., of Northwestern University. I have profited also 
by critical suggestions from Prof. E. H. Castle, of the Teachers Col- 
lege, New York. 

1 



2 TEACHING MEDIEVAL HISTORY 

CuTTS : Parish Priests arid their People. London, Young, 
1898. $3.00. This is an interesting book, throwing 
light on the actual work of the Church. Cited as 
Cutts. 

DuRUY : History of the Middle Ages. New York, Holt, 
1891. 11.60. A translation of a French text-book ; 
formerly very much commended, but now to a great 
extent superseded by more recent works. Cited as 
Duruy. 

Emerton : Introduction to the Study of the Middle Ages. 
Boston, Ginn, 1888. $1.25. The best text-book for 
the period between 395 and 800. Cited as Emerton : 
Introduction. 

Emerton : Mediceval Europe. Boston, Ginn, 1894. 11.50. 
This supplies for many events a fuller discussion than 
that given in the text-book. Cited as Emerton. 

Fling : European History Studies, vol. ii. Chicago, 
Ainsworth, 1900. 50 cents. Short selections from the 
sources, edited for school use. Cited as Fling. 

Gibbon : Decline and Fall of the Roman Eminre., edited 
by Bury, 7 vols. 114.00. New York, Macmillan, 1896- 
1900. The best edition of this famous work which is 
still unequaled for the history from the time of the 
Antonines to the Fall of Constantinople in 1453. Cited 
as Gibbon. 

Green : History of the English People, 4 vols. New York, 
Harper. 110.00. The best and most readable work 
on the subject. Cited as Green. The Short History, 
new edition, $1.20, is cheaper and often as service- 
able. 

Gregorovius : History of the City of Rome in the Middle 
Ages. English translations, 8 vols. (7 vols, published, 
$18.00). New York, Macmillan. The work of a great 
master and delightfully readable. As will be seen 
from the references, it deals with a very wide range of 
subjects. Cited as Gregorovius. 



A SCHOOL LIBRARY OP TWENTY-FIVE BOOKS 3 

Hendekson : History of Germany in the Middle Ages. 
London, Macmillan, 1894. $2.60. The best history of 
medieval Germany in English. Cited as Henderson. 

Henderson : Select Historical Documents. London, Bell, 
1893. 11.50. Contains many useful translations. Cited 
as Henderson : Documents. 

Johnson : The Normans in Europe. Epochs of History. 
New York, Scribner. $1.00. Popular and readable. 
Cited as Johnson. 

KiTCHiN : History of France., 3 vols. Oxford, Clarendon, 
1873. 17.80. The best history of France in English. 
Vol. i extends to 1453. Cited as Kitchin. 

Lavisse and Eambaud : Histoire Generate, 12 vols. 
Paris, Colin, 1893 ff. A full, interesting, and scholarly 
treatment in French by many specialists. Vols, i-iii 
cover the period from 395 to 1453; price, unbound, 
12 fr. ($2,40) each. Cited as Lavisse and Eambaud. 

Lodge : Close of the Middle Ages. Periods of European 
History. New York, Macmillan, 1901. $1.75. The 
volumes in this series furnish very accurate and schol- 
arly, although sometimes uninteresting, accounts of 
the events. Cited as Lodge. 

MiLMAN : History of Latin Christianity ., 8 vols, London, 
or Boston, Sheldon. (To be obtained second-hand.) 
This is still the favorite work with many teachers. 
Cited as Milman. 

Montalembert : Monks of the West, 6 vols. New York, 
Longmans, 1896. $15.00. A learned and sympathetic 
account of the early monks. It is a fascinating work 
written in a delightful manner. Cited as Montalem- 
bert, 

Oman : Dark Ages. Periods of European History. New 
York, Macmillan, 1893. $1.75. See Lodge. Cited as 
Oman. 

Robinson: An Introduction to the History of Western 
Europe, Part 1. Boston, Ginn, 1902, $1.00, A very 



4 TEACHING MEDIEVAL HISTORY 

valuable text-book for the whole period. Cited as Rob- 
inson. 

Tout : Empire and Papacy. Periods of European His- 
tory. New York, Macmillan, 1898. $1.75. See Lodge. 
Cited as Tout. 

Translations and Reprints from the 'Original Sources of 
European History^ 6 vols. $9.00. Philadelphia, De- 
partment of History, University of Pennsylvania, 
1894-1899. Contain over two hundred sources for 
this period, translated and edited for college and 
school use. The most extensive collection available. 
The numbers can be purchased singly at from 10 to 
25 cents each. Cited as Translations and Pieprints. 



INTEODUCTION 

Methods. — For methods of teaching history the follow- 
ing books are useful : Report of the Committee of Seven 
(New York, Macmillan, 1899) ; Report of the Commit- 
tee of Ten (Washington, 1893, and New York, 1894), 
pp. 162-201 ; H. E. Bourne : Teaching of History and 
Civics (New York, 1902) ; B. A. Hinsdale : Hoiu to Study 
and Teach History (New York, D. Appleton & Co., 1893) ; 
M. S. Barnes : Stiulies in Method (Boston, Ginn & Co.). 
In addition, Professor McLaughlin, in the manual to ac- 
company his History of the American Natiori^ has some 
valuable suggestions. An extensive Biiliography of the 
Study and Teaching of History is published in Report of 
the A^nerican Historical Association for 1899. In view 
of the bibliographies which these books contain, and the 
discussions which the two reports have provoked, it is not 
advisable to add general remarks here. A few special 
suggestions may, however, be in place. 

Collateral reading. — Every good teacher realizes that 
the text-book alone is insufficient ; some collateral read- 
ing is absolutely essential. Other text-books may often 
be used to advantage. Getchell in Tlie Study of Medice- 
val History ly the Lilyrary Method (Boston, Ginn, 1897) 
has furnished a usefvil list of detailed references for 
many topics. Unfortunately he included, among valu- 
able works, some books which are not worth reading. In 
the following pages general references are given for each 
chapter, and special selections for individual topics. 
Often subjects that have been omitted in the text-book, 
2 . 5 



6 TEACHING MEDIEVAL HISTORY 

from lack of space, are included in the references. 
Most of the books selected ought to be found in any 
good library ; a few, which are either rare or expensive, 
have been mentioned because they are especially valu- 
able. Such works can usually be obtained by teachers 
in large cities. Even two or three works in foreign lan- 
guages have been added for teachers who wish to make a 
more serious study. All of the books referred to are use- 
ful, but sometimes less scholarly books have been quoted 
because of their accessibility. 

Topics. — Some of the selections are intended merely 
for reading ; others may be used for topical work. 
Different passages may be assigned to the pupils and 
then in the following recitation the separate accounts 
may be molded into a composite description. It is ad- 
visable at first to assign some very small, definite subject 
with definite, short references. Later, more elaborate 
work may be attempted and topics may also be used for 
compositions or debates. Teachers may find guidance in 
the development of topics by studying the outline in 
Botsford's History of Borne (New York, Macmillan, 1901), 
pp. 353-358. By skilful use of such topics, interest in 
the study may be greatly increased. 

Sources. — The writer is not a believer in the labora- 
tory method for pupils in schools ; nor does he think 
that immature minds can construct an historical ac- 
count by the study of two or three passages from the 
contemporary authors. With what is frequently called 
" the source-method " he is not in sympathy. He feels, 
however, that it is a great mistake not to use in the 
class-room extracts from the sources. Suitable material 
may be used freely to vitalize the study, to obtain interest 
and reality, and to show the scholars the raw material 
with which the historian works. See the discussion in 
the Committee of Seven, pp. 101-110, and the Report of the 
New England History Teachers' Association on the Use 



INTRODUCTION 7 

of Sources (Macmillan, New York, 1902, 60 cents). In the 
following pages many references are given to the sources.' 

Pictures. — Pictures are also a valuable adjunct in 
teaching history. Photographs of medieval buildings 
and reproductions of medieval illustrations are very im- 
portant and add to the interest in the work. No " fancy 
pictures " should ever be used. Moreover, no picture 
should be used without an explanation. An illustration 
may often be made the subject of a special talk or as- 
signed as a topic for a composition. The " Perry Pic- 
tures " (Maiden, Mass.), those published by the Cosmos 
Co. (296 Broadway, New York), and other cheap reprints 
furnish ample material, in addition to the illustrations 
in the text-book. For larger collections see Essenwein : 
Bilderatlas, vol. ii (Leipzig, 1883) ; Parmentier : Album 
Historique, vol. i (Paris, 1896). Many of the pictures in 
the text-book are drawn from these two books. 

Dates. — Careful attention should be given to dates. 
Pupils should be required to learn only a few, and to 
group events about the chosen dates. They may well be 
asked to make up comparative tables showing contem- 
porary events in the different countries. In the text-book 
dates are given merely as guides to aid in making the 
story clear. More would have been given but for the fear 
that conscientious pupils might waste valuable time in 
learning them. A list of important dates, 395-1300, is 
given in Munro : Syllahus. 

Maps. — Geography is recognized to be an essential aid 
to history, and maps should be carefully studied. It is 
well to have pupils draw maps, as in this way some classes 
of facts are impressed upon their memory. Putzger's 
atlas (Leipzig, Velhagen and Klasing), although in Ger- 
man, is very useful and costs only about 75 cents. Good 
outline maps may be obtained from the McKinley Publish- 

' See note page 13. 



8 TEACHING MEDIEVAL HISTORY 

ing Co. (Philadelphia), from D. C. Heath & Co. (Boston), 
or Ginn & Co. (Boston). A most useful map can be made 
by procuring ordinary blackboard cloth and painting on 
it with white paint the main physical outlines of Europe 
or of some country. Then the changing political divisions 
can be added with chalk for any recitation. 

The lesson. — It should be remembered that history, 
if properly taught, furnishes an unequaled discipline in 
training the judgment. Pure memoriter work is of little, 
if any, value. " The two great essentials are the assign- 
ment of a lesson in such a manner that the student will 
have to thinJc to get his lesson (whether he uses sources 
or merely text), and the conduct of the recitation in such 
a fashion that the pupil thinlcs again about the material 
which he has already tried to think over." 



CHAPTEE I 

INTRODUCTION 

This chapter is intended to call attention to the most 
important subjects of which it is necessary to have some 
knowledge before the succeeding chapters can be under- 
stood. Only the most vital matters are discussed, because 
it is assumed that the pupils will have studied these sub- 
jects in the preceding course. It may be made the basis 
for a brief review of the history which has preceded. The 
best guides are Emerton and Eobinson ; as noted in the 
text-book.' The summary in Adams's European History^ 
pp. 103-104, may be studied to good advantage. 

If the pupils have had a good course in the history of 
Europe to 800 a. d. it will probably not be wise to attempt 

' In general, references cfiveii in the text-book will not be dupli- 
cated in the Manual. 

' New York, Macmilhui, 1899. A very condensed outline, useful 
especially for references and topics. 



INTRODUCTION 9 

to assign collateral reading or topics on this introduction. 
But the following selected works may be cited as valuable 
for a study of the period before 800 ; and below, a few 
topics and sources are suggested especially for those who 
have not had the preceding work. 

REFERENCES 

General works covering the whole, or nearly the whole period. 
Robinson, pp. 1-70. Oman. Gibbon ; especially chaps, i, ii, ix, 1, 
and part of lii. Hodgkin : Italy and her Invaders ; a colossal work 
in 8 volumes (Clarendon Press, Oxford, $86.50) : exhaustive, and often 
of intense interest. Bury : Later Roman Empire (2 vols., New York, 
Macmillan, $6.00), covering more briefly the same period as Hodgkin 
(to 800 A. D.), and more scholarly. Sheppard : Fall of Bome,^ is old, 
but still useful. Kingsley: Roma7i and Teuton (New York, Mac- 
millan, $1.25), very interesting, but of little scholarly value. Lavisse 
and Rambaud, vol. i, chaps, i-vi ; the best general guide in French. 

Works on special subjects or on part of the period. Hodgkin : 
Dynasty of Theodosius (Oxford, Clarendon, $1.50) ; covering much of 
the material in the eai'ly volumes of his Italy, and far more useful for 
pupils. Theodoric the Goth {Heroes'^); Carr : The Church and the 
Roman Empire {Epochs Ch. History ^) ; Sergeant : Hie Franks (Na- 
tions*); Bradley: Goths (Nations) ; Freeman: The Franks and the 
Gauls in Historical Essays, vol. i (New York, Macmillan, $3.00) ; 
Montalembert. 

SOURCES 

Robinson : Readings ^ ; chaps, ii-vi. Tacitus : Germany, in vari- 
ous forms, cheapest, Translations and Reprints, vol. vi, No. 3, 
20 cents. Kingsley : The Hermits (New York, Macmillan, $1.25), 
contains translations, in part, of lives of early monks. Henderson : 
Documents, contains Salic Law (in part), and Rule of S. Benedict (in 

' New York, Routledge. 

^ Heroes of the Notions, published by Putnam, New York, at 
$1.50. 

^ Epochs of Church History, published by Longmans, New York, 
at 80 cents. 

* Story of the Nations, published by Putnam, New York, at 
$1.50. 

* Readings in European History, to be published by Ginn, Bos- 
ton, 1903. 



10 TEACHING MEDIEVAL HISTORY 

part). Translations and Re^n-ints, vol. ii, No. 7, Life of St. Colum- 
ban ; vol. iv, No. 1, Early Christian Persecutions ; vol. iv, No. 2, 
Canons and Creeds of the First Four Councils (20 cents each). 
Hodgkiii : Letters of Cassiodorus (London, Frowde, 1886) are of 
great interest. Bury : Later Empire, Book ii, chap, xi, contains a 
very interesting contemporary account of the life of the Huns ; see 
also Hodgkin : Italy, Book ii. chap. ii. The Koran may be found in 
translations by Sale (London, Warne, cheapest), by Rodwell (London, 
Quaritch), or by Palmer {Saered Books of the East, Oxford, Claren- 
don). Excellent selections are given in Lane : Selections from the 
Koran (London, Trubner), and Lane Poole : Speeches and Table Talk 
of the Prophet 3Iohammad (London, Maomillan, 1882, |1.00). 

Puller references to collateral reading and sources for almost all 
the subjects in the text-book are given in Munro : Syllabus of Medi- 
eval History, published by the Department of History, University of 
Pennsylvania (Philadelphia, 60 cents). 

Topics. — In selecting topics two principles have been 
followed : first to choose an important snbject ; second, 
one for which there is sufficient available material. It 
will be noticed in the following pages that topics and 
special references are placed together. It has seemed 
inadvisable to separate them, and preferable to leave the 
selection of suitable topics to the individual teacher. 
The number of special references has been limited by 
the requirement of space. It would have been easy to 
quadruple them. In some chapters many have been 
given because of the importance or interest of the sub- 
jects ; in others, few. Some references are intended 
wholly for the teacher, and many may prove too advanced 
for some classes. 

Causes of the Disintegration of the Roman Empire. Bury: 
Later Roman Empire, Book i, chap, iii ; Hodgkin : Italy, Book iii, 
chap, ix ; Gibbon, chap, xxxviii at end ; Merivale : The Romans 
under the Empire (New York, Longmans or Appletons), chap, xxii ; 
Sheppard : chap, ii ; Seeley : Roman Imperialism (Boston, Roberts), 
chap, ii; Adams: pp. 76-88; Hodgkin: Article in Contemporary 
Review, Jan., 1898. 

The Early Germans. Tacitus : Germania, chaps, i-xxvii (this 
and other selections can be found in Translatio7is and Reprints, vol. 



INTRODUCTION 11 

vi, No. 3. (See also Fling, vol. ii, No. 2, and Indiana,' No. 9.) Gib- 
bon : chap, ix ; Adams, chap, v ; Emerton : Introduction, pp. 14-21 ; 
Henderson : chap. i. 

Other topics may be found in Adams : European History, pp. 125, 
136, 150-151, 163 ; West's Ancient History (Boston, AUyn and Bacon), 
or Botsford's Rome. 

PICTURES 

Church at Torcello (facing page 4 of text-book). Interest- 
ing descriptions in Ruskin's Stones of Venice, Hare's Venice, Oli- 
phant's Makers of Venice, and Howell's Venetian Life. The church 
was built in the seventh century, and restored in 1008. It is a good 
example of an early Christian basilica. (Some pupils will be inter- 
ested in comparing the different styles of church buildings depicted 
in the text-book.) The octagonal baptistery in front was built in 
1008. The marble seat is called Attila's throne, but there is nothing 
to connect it with the king of the Huns. The island of Torcello is 
about five miles from Venice and was settled by Christians fleeing 
from the barbarian invaders. The city was older than Venice and 
for a long time was important. Now there are, besides the church, 
only a few buildings and a handful of inhabitants. The bishopric 
was removed in 1814. 

Facsimile of Manuscript (p. 5 of text-book). This is a 
specimen of the writing of the seventh century and should be com- 
pared with the facsimile in the following chapter, which shows the 
reform in writing introduced by Charles the Great. This bit is a 
portion of the History of the Franks,'^ by Gregory of Tours, who died 
in 594. It will be noticed that the words are not separated, the let- 
ters are very clumsily formed, and there are some abbreviations, 

MAPS 

Roman Empire, 395 a. d. (facing p. 1 of text-book). The pupils 
should be familiar with the physical outlines and should compare 
the maps, as they appear, with the previous ones. Let them observe 
carefully just how much of Europe was contained in the Roman 
Empire and express it in terms of modern geography. Call their 
attention to the parts in which Latin is the basis of the modern lan- 
guage (p. 3 of text-book). 

' Extracts from the Sources, published by the Department of 
History, University of Indiana. 

* Announced for publication by the Department of History, Uni- 
versity of Pennsylvania. 



12 TEACHING MEDIEVAL HISTORY 

Europe, 720 a. d. (p. 7 of text-book.) Note the results of the 
invasions. Contrast with preceding map. Freeman's Historical 
Geography (3 vols., Longmans) or the Oxford Historical Atlas (Clar- 
endon) furnish useful explanations and comments, suitable for all 
the maps in the text-book. 



CHAPTER II 

EMPIRE OF CHARLES THE GREAT 

The following subjects should be especially empha- 
sized : the personality of Charles ; the lack of unity in 
the countries over which he ruled ; the value of the 
empire as an idea ; and the reasons why the empire disin- 
tegrated. In the Oath of Strassburg the fact that " Chris- 
tian " is the only word which has practically the same form 
in the two languages should be noted and the reason 
explained. If the pupils are studying French or German, 
they may be asked what modern French or German words 
they recognize. If they are studying Latin, their atten- 
tion may be called to the way in which Latin words are 
changing to become French ; e. g. amur^ commun, meon. 
It should be noticed that the subjects of Charles the Bald 
lived in territory which had formed a part of the Eoman 
Empire, while the subjects of Lewis the German did not. 
Eecall the statement in the introductory chapter about 
the Roman contributions.' 

REFERENCES 

In addition to the works given in the text-book the following 
may be cited : 

Adams, chaps, vii, viii. Emerton : Introduction, chaps, xiii, xiv. 
Oman, chaps, xx-xxvi. Bryee, chaps, v. vi. Cunningham, pp. 40-54. 
Hassall : French People (New York, Appletons), chap. iii. Mihnan, 
Book V, chaps, i, ii. Adams : French Nation, chaps, iv, v. Sheppard : 
Fall of Rome, chap. ix. Duruy : chaps, ix, x, xi. Gibbon : chap. 

1 In this and all the succeeding chapters the teacher should com- 
bine the summary in the text-book with the points suggested here. 



EMPIRE OF CHARLES THE GREAT 13 

xlix (in part). Kitchin, Book ii, part ii, chaps, iii, iv. Wells : Age of 
Charlemagne (New York, 1898). MuUinger : Schools of Charles the 
Great (New York, Longmans, 1877 ; out of print). Lavisse and Ram- 
baud, vol. i, chaps, vii, viii. 

SOUECES 

Einhard's Life of Charles (see text-book). Henderson's Docu- 
ments contains Capitulary of 802 and Division of 817. Transla- 
tions and Reprints contains Laws of Charles the Great, vol. vi, 
No. 5, and the Capitulary de villis, vol. iii. No. 2.' 

SPECIAL KEFEEENCES AND TOPICS 

Charles's Place in History. Hodgkin : Charles, chap, xiii ; 
Bryce, chap, v (last part) ; Adams, pp. 166-169 ; Gregorovius, vol. iii, 
pp. 18-31. 

Extent of Empire. Emerton : Introduction, pp. 208-213. Du- 
ruy, p. 129; Milman, vol. iv, pp. 64-65, 90; Hassall, pp. 34-35. 

Alcuin's Methods, Wells, chap, xxvii. 

Missi DoMiNici. Emerton : Introductio7i, pp. 219-221 ; Hodg- 
kin : Charles, pp. 242-245 ; Oman, pp. 378-379 ; Adams, pp. 159-162 ; 
Hassall, pp. 39-43. 

Prestige of Empire. Bryce, chaps, iii and v (in part) ; Hodg- 
kin : Charles, pp. 204-206, 214-210. 

Descriptiox of Chase. Morabert, pp. 273-278. 

Charles's Characters and Habits. Einhard, chaps, xxii-xxvii ; 
Mombert, pp. 234-240; Hodgkin: Charles, pp. 216-217, 222-226; 
Oman, pp. 339-340 ; Milman, vol. iii, pp. 69-70. 

Connection with Papacy. Hodgkin, pp. 182, 187-193 ; Emer- 
ton : Introduction, pp. 186-189, 222-223 ; lledieval Europe, pp. 47- 
49 ; Oman, pp. 374-376 ; Bryce, chaps, iv-v (in part) ; Sheppard, 
pp. 518-520. 

Coronation. Bryce, end of chap, iv and beginning of chap, v ; 
Mombert, Book ii, chap, xiv ; Hodgkin : Italy, vol. viii, chap, v ; 
Hodgkin, Charles, pp. 197-204 ; Oman, pp. 361-377 ; Emerton : In- 
troduction, pp. 217-218 ; Duruy, p. 130 ; Milman, vol. iii, pp. 55-61 ; 
Gregorovius, vol. ii, pp. 488-509. 

Interest in Education. West, pp. 42-59 ; Mombert, Book, ii, 
chap, ix ; Oman, pp. 340-341, 379-380 ; Hodgkin, pp. 224, 235-238 ; 

• None of these, except Einhard, is especially suitable for school 
work. In general, legal documents are not advisable ; narratives are 
preferable. 
3 



14 TEACHING MEDIEVAL HISTORY 

Emerton : Introductioit,, pj). 227-283 ; Duniy, pp. Vdb, 137 ; Milinan, 
vol. iii, pp. 104-106. 

Lewis the Pious. Heuderson, chap. vi. Later Carolingians, 
ibid., chap. vii. 

What did Charles's Farms produce "i Translations and lie- 
prints, vol. iii, No. 2, pp. 2-5, 

PICTURES 

Seals of Charles and Lewis (pp. 13 and 18 of text-book). 
These were of wax and were placed upon documents in order to 
prove their authenticity. Melted wax was poured upon the docu- 
ment, and then the impression was stam2)ed upon the wax. Charles 
and Lewis used ancient intaglios with busts of emperors. It is not 
certain whether the seal used by Charles represented Commodus, 
Marcus Aurelius, or Antoninus Pius. The inscription is Oil, Christ, 
protect Charles, King of the Franks ; for Lewis, Emperor takes the 
place of King of the Franks. Later, seals were used not only by the 
kings but also by the nobles. The popes used seals in lead, which are 
called bulls. 

Facsimile of Manuscript (p. 11 of text-book). This is an ex- 
ample of the writing done at the monastery of Tours in the ninth 
century. Alcuin was the abbot for a time, after he left the palace 
school, and the reform in writing, which characterizes the reign of 
Charles, is shown clearly in the books which were written at Tours. 
This is a part of the dialogues of Sulpicius Severus, who died 425 a. d. 
The first four lines are alternately in red and black ; the numbers of 
the chapters and the initials are all red. The forms of the letters 
are all drawn from old Roman examples. 

Miniature of Charles the Bald (p. 21 of text-book). Portrait 
of this monarch from his Book of Hours, or Prayer Book, now iu the 
BihliotJieque Nationale at Paris. He holds in one hand the scepter ; 
in the other the orb, a ball representing the terrestrial globe. His 
crown and Roman costume should be noted. 

Genealogical Table. Pupils should be taught to use such 
tables, as they are one of the most convenient means of expressing or 
tracing relationships. In this particular table attention should be 
called to the rapid extinction of the Carolingian family in the period 
between 863 and 887. 

MAP 

Treaty of Verdun (p. 22 of text-book). Contrast this map with 
the ]ireceding. for territory of Franks; with the map of the Roman 
Empire, to see what parts of the Prankish territory had been Roman. 



THE CHURCH 15 

Point out the lack of natural boundaries for the kingdom of Lothair 
{Lotharii Regnum, Lothringia, Lorraine). On the modern map what 
other names of cities would appear prominently ? Why are they not 
on this map ? Why were the places indicated important ? 



CHAPTER III 

THE CHURCH 

It is important to impress upon the pupils the differ- 
ences between the medieval Church and the churches at 
the present day. Have them make a list of duties per- 
formed by the Church in the middle ages; then decide 
how many are now relegated to the State or other agen- 
cies, and how many the churches still perform in whole or 
part. Make the pupils understand that there was but 
one Church, that it was a governing body whose activities 
in many respects were similar to those of a state, and 
that all education was the work of the Church. Have 
them realize the necessity of its having such means of 
control as excommunication and interdict. 

GEKEEAL KEFEKENCES 

Robinson, chap, iv; Cunningham, pp. 1-4, 7-10, 17-40, 66-69; 
Bryce, chap, vii ; Sheppard, chap, xiii ; Milman, Book v, chaps, iv-vii ; 
Hallam, chap, vii ; Wells, chap, xxxiii ; Guizot : History of Civiliza- 
tio7i, chaps. V and vi ; Robinson, in Report of the American Historical 
Association, 1899, vol. i, pp. 529-535 ; Maitland : Dark Ages. 

HISTORIES OF THE CHURCH 

Fisher : History of the Christian Church (New York, Scribner, 
$3.50). A very useful and readable single-volume history. 

Moeller : History of the Christian Church, 3 vols., London, 1892- 
'93. Possibly the most useful work for a student, as through the 
carefully selected references he is enabled to make a thorough study 
of any subject. 

Gieseler : Ecclesiastical History (New York, 1849), especially vol. 
ii, pp. 267-371. A mere outline with copious extracts from the sources 
(untranslated). 



16 TEACHING MEDIEVAL HISTORY 

Alzog: Manual of Universal Church History (4 vols., Dublin, or 
3 vols., Cincinnati). A scholarly account from the Roman Catholic 
standpoint. Consult also Church histories by Schaff, Neander, and 
Kurtz. 

The list of scholarly works might be increased considerably, but 
these seven names are probably the most useful for teachers. 

SOUECES 

Ordeals, Excommunication and Interdict. Translations and 
Reprints, vol. iv. No. 4. 

Rule of St. Benedict, Henderson, Documents, pp. 274-314. 

Ordeals, ibid., pp. 314-319. Donation of Constantine, ibid., pp. 
319-339. Charter of Cluny, ibid., pp. 329-333 ; Fling, No. 6. 

SPECIAL KEFERENCES AND TOPICS 

MoNASTiciSM. Montalembert ; Feasey : Monasticism (London, 
Sands, 1898, $1.00), Book ii; Harnack: 3Ionasticism (Scribner, 50 
cents); Taylor: Classical Heritage of the Middle Ages (New York, 
Macmillan, 1901, $1.75), chap, vii ; Gieselei', period ii, division i, chap, 
iv ; division ii, chap, iv ; period iii, division ii, chap, iv ; Milman, 
Book iii, chap, vi ; Robinson, chap. v. 

Papacy. Pastor: History of tlie Papacy; Creighton : History of 
the Papacy during the Period of the Reformation, vol. i (Boston, 
Houghton, 1882) ; Gieseler, period iii, division i, chap, ii ; diviision ii, 
chap, i ; Wells, chap, xxxiv ; Emerton, chaps, ii, iv ; and Lavisse and 
Rambaud, vol. i, jjp. 204-220. 

Discipline and Penance. Robinson, § 82-83 ; Lea : Confession 
(Philadelphia, 1896), vol. i, chaps, ii, iii; vol. ii, chap, xvi; Gieseler, 
period iii, division ii, chap. vi. 

Excommunication. Lea: *S7Mc?ies (Philadelphia, Lea), pp. 223-475. 

Interdict. Howland, in Report of the American Historical Asso- 
ciation, 1899, vol. i, pp. 431-448. 

Ordeals. Lea: Superstition (Philadelphia, Lea), chap. iii. 

Political Importance of Ecclesiastical Officers. Wells, 
chap. xxiv. 

Missions. Sergeant, chap, vii; Wells, chap, xxxii. St. Benedict. 
Montalembert, vol. i. Book iv. 

Social and Political Influence of Monks. Ibid., vol. ii. Book iv. 

Anglo-Saxon Nuns. Ibid., vol. ii, Book xv; Eckenstein: Woman 
iinder Monasticism (Cambridge, 1896), chap. iv. Wright: Woman- 
kind (New York, Scribner), chap, v; Cutts, chap. iii. 



INVASIONS 17 

Parochial Organization. Cutts, chap, iv ; Green : Conquest 
(New York, Harper), pp. 12-16. 

Church and thk Invasions. Keary: Vikings in Western Chris- 
tendom (New York, Putnam), chap. xvi. 

Civilization, Ninth and Tenth Centuries. Duruy, chap. xvi. 

Nicholas I. Gregorovius, vol. iii, pp. 120-155 ; Milman, Book v, 
chap. iv. 

Mania for Relics, Pilgrimages, etc. Gregorovius, vol. iii, pp, 
72-80. 

PICTUKES 

Old St. Peter's (p. 26 of text-book). Exterior view of the an- 
cient basilica which was destroyed in the sixteenth century and re- 
placed by the present structure. Compare with church at Torcello. 
Designs of the sixteenth century have preserved its appearance. In 
the rear, on the right, the city wall of Rome is shown. 

Bishop (p. 29 of text-book). This is from a miniature now in the 
National Library at Paris. Note the insignia of office : the miter, 
crozier, and episcopal chair. For medieval art, in general, consult 
Liibke : Outlines of the History of Art, 2 vols. (New York, Dodd, 
Mead & Co.) 



CHAPTEE IV 

INVASIONS 

The most important points in this chapter are : first, 
the manner in which the kingdoms became divided, for 
the purpose of defense, into very many local units which 
were practically independent of the royal authority; 
second, the characteristics of the Northmen who were 
destined to play such an important rofc in the history of 
the succeeding centuries. The pupils should locate on 
the map the position of each race of invaders. 

GENEEAL REFERENCES 

Oman, chaps, xxiii-xxvi ; Bryce, chap, vi ; Emerton, chaps, i, ii ; 
Henderson, chaps, vi, vii ; Sergeant, chaps, xxi-xxii ; Adams, chap, 
viii; Duruy, chap, xii ; Adams: European History, pp. 180-183; Mil- 
man, vol. iii, pp. 260-272, 279-281. 



18 TEACHING MEDIEVAL HISTORY 



SOUKCES 

Edicts of Mersen and Kiersey. Translations and Reprints, 
vol. iv, No. 3, pp. 5 and 14. 

Norse Sagas. Burnt Njal Saga, edited by Dasent, 3 vols. 
(Edinburgh) ; Corjms Poeticum Boreale, edited by Vigfiisson and 
Powell, 2 vols. (Clarendon Press) ; Heimskringla, edited by An- 
derson (London). 

SPECIAL REFERENCES AND TOPICS 

Weakness of Later Carolingians. Oman, pp. 406-407. 

Northmen. Keary: Vikings; Johnson: Normans; DuChaillu: 
Viking Age (3 vols., New York, Scribner) ; Oman, pp. 414-421 ; 
Oman : Art of War, (New York, Putnam), Book iii, chaps, ii, iii ; Mil- 
man, Book V, chap, ix ; Freeman : Geography ; Lavisse and Rambaud, 
vol. ii, pp. 725-735. 

Northmen in America. American History Leaflets (New York, 
Lovell), No. 3; Old South Leaflets (Boston, Directors of the Old 
South Work), No. 31 ; Fiske: Discovery of America (Boston, Hough- 
ton), vol. i, pp. 151-226. 

Early Attacks ok Northmen. Keary, chap. iv. Character of 
Vikings, ibid., chap. v. Raids, ibid., chap. ix. Great Period of 
Invasions, ibid., chap. xii. Siege of Paris, ibid., chap. xv. Norman 
Conquests in Gaul, Johnson, chaps, iii, iv. 

Slavs. Oman : pp. 360-362 ; Lavisse and Rambaud, vol. i, pp. 
688-704. 

Magyars. Lavisse and Rambaud, vol. i, pp. 717-722. 

Saracens in Italy. Milman, Book v, chap, iii ; Gregorovius, vol. 
iii, pp. 65-68, 87-100, 178-187, 259-270; Lanciani : Destruction of 
Ancient Rome (New York, Macmillan, 1899), chap. xi. 

ILLUSTRATIONS 

Boat (on p. 35 of text-book). See note in text-book. Compare 
with picture of boat sent to World's Fair, Chicago. What forms of 
modern boats does this most resemble"? Are they good sea-boats? 

Plaque (on p. 37 of text-book). Note the workmanship care- 
fully ; observe the helmet. Make this picture an incentive to look up 
Northern mythology in encyclopedias and sagas. 



FEUDALISM 19 

CHAPTER V 

FEUDALISM 

Professor Cheyney, in Translations and Rejjrints, vol. 
iv, No. 3, p. 2, defines feudalism in the following mtuiner : 
" Feudalism is the name given to that form and degree of 
organization and system in European society which ex- 
isted at a period when there were no strong central gov- 
ernments, when there was no civil equality of j)ersons, 
and no conception of absolute property in land." This is 
probably as useful a definition as could be framed for our 
purposes. The pupils should study carefully the formulas 
of commendation, benefice, and immunity in order to 
understand why conditions took the shape that they did. 
They should be impressed with the fact that, although 
the customs were very much alike in the different fiefs, 
there was no system. They must be guarded against 
forming the idea that society was in a state of lawlessness 
and chaos. Everything was determined by the customs 
in each particular fief. The great points are (1) the for- 
mation of many small units in place of a few well-defined 
and strong kingdoms, and (2) that private relations be- 
tween lords and vassals took the place of the old bond 
between king and subject. 

The best general treatment in English is the translation 
by Professor Dow of the first chapter of vol. ii of Lavisse 
and Rambaud's Histoire Generale (translation published 
by Holt, New York, 1902). See also Bourne : Teaching 
of History and Civics (New York, Longmans, 1902), pp. 
267-271. 

SOUKCES 

Translations and Reprints, vol. iv, No. 3; Fling, vol. ii. No. 4; 
Emerton : Introduction, pp. 242-343 note, 246-249 note, 252-253 note. 

Suggest the complications which would arise if the King of 
France should marry the heiress of a vassal of his vassal, tlio Count oi 



20 TEACHING MEDIEVAL HISTORY 

Anjoii. From the formula on p. 45 note what one might expect to 
find on a fief. Observe the blanks in the formulas; compare with 
modern legal deeds. 

REFERENCES 

Feudalism IN GENERAL. Robinson, chap, ix; Tout; Adams, Euro- 
pean History, pp. 185-191; Johnson, pp. 96-110; Duruy, chap, xv ; 
Stubbs : Constitutional History ; vol. i, sec. 93 ; Masson : Medieval 
France, pp. 1-13 ; Adams : French Nation, 63-68 ; Kitchin, vol. i, pp. 
235-243; Hallam, cliap. ii ; Guizot, chap. iv. (Hallam and Guizot 
are of little, if any, value now. Pupils should not be encouraged to 
read them.) 

Feudal Theory of State. Emerton, pp. 494-507 ; Adams, pp. 
217-222. 

Cultivators of the Soil. Emerton, pp. 510-520; Duruy, pp. 
208-213 ; Stubbs, vol. iii, sec. 817. 

Fief. Adams, pp. 197-200.; Tout, pp. 36-37; Emerton: Intro- 
duction, p. 243 ; Duruy, p. 304. 

Great Fiefs under Early Capetians, Tout, pp. 82-92. 

Commendation. Emerton : Introdtiction, pp. 251-353; Duruy, pp. 
301-304 ; see also Sources. 

Relief, Homage, and Investiture. Emerton : Europe, pp. 488- 
494; Duruy, pp. 301-306; Emerton: Introduction, pp. 343-344; see 
also Sources. 

Services of Vassals. Duruy, pp. 303-304. 

Ecclesiastical Feudalism. Emerton : Introduction, pp. 848- 
251 ; Duruy, pp. 207-208. 

Merits and Defects of Feudalism. Oman, pp. 513-514; 
Tout, pp. 4, 9. 

Feudal System in the East. Masson, pp. 38-29. 

See also in general, Viollet-le-Duc : Annals of a Fortress (Bos- 
ton, Osgood); Andrews: Old English Manor (Johns Hopkins Uni- 
versity) ; Adams : French Nation. 

PICTURES 

Carolingian Emperor (on p. 43 of text-book). Bronze statue 
preserved at the Musee Carnavalet, in Paris. Note the costume ; com- 
pare and contrast this with the picture on p. 21 of text-book. 

Stone Hurler (on p. 46 of text-book). This and similar ma- 
chines were the most effective siege-engines before the cannon came 
into use. The illustration represents the hurler just as it is ready to 
be discharged. It consists of a beam with a heavy weight at one end 
and a sling at the other. By means of a windlass, which is shown at 



THE GERMAN KINGDOM TO 1122 21 

the back, the unweighted end of the beam was drawn down, thus 
forcing the heavy end up. It was then fastened with a pin. The 
stone or ball, shown at the bottom on the left, was placed in the 
sling ; then the pin was withdrawn ; the heavy weight, shown at the 
left, brought that end of the beam down with great violence ; this 
caused the sling to describe a curve and discharge the missile. The 
soldier is clad in armor worn in the eleventh century. 

A good map of Feudal France is to be found in Tout ; a more 
elaborate one in the Oxford Historical Atlas. 



CHAPTER VI 

THE GERMAN KINGDOM TO 1122 

Note the growth of the royal power ; the relation of 
the Church oflBcials to the king ; the manner in which 
Germany and Italy became connected ; the aid which the 
kings gave to the papacy ; above all, how inevitable it 
was that the kings and popes should be drawn into the 
investiture struggle and how impossible it was for either 
party to have the entire control of appointments to posi- 
tions in the Church. Contrast the powers and duties of 
a bishop in the middle ages with those of a bishop at the 
present day. Have the pupils make a topical outline in 
place of the chronological one given here. 

GENEEAL REFEEENCES 

Bryce, chaps, vi, vii, ix, x ; Oman, chap, xxvii ; Tout, chaps, ii, iii, 
vi ; Henderson, chaps, viii-xiv ; Robinson, chaps, xii, xiii ; Emerton, 
chaps, iii, vi, vii, viii ; Duruy, chaps, xiv, xvii ; Adams, chap, x ; Hen- 
derson : Short History (New York, Macmillan, 1902), vol. i ; Lavisse 
and Rambaud, vol. i, chap, xi ; vol. ii, chap. ii. 

SOUECES 

Henderson : Documents, pp. 365-409 ; Munro : Syllabus, pp. 78-79. 
What were the arguments on which Gregory based his power over 
Henry"? Henderson, pp. 368-369, 376-377. 

How did Henry answer these arguments ? Ibid., pp. 372-373. Con- 
struct similar questions. 



S2 TEACHING MEDIEVAL HISTORY 



SPECIAL REFERENCES 

Gregory VII. Stephens : Hildebrand {Epochs, Church History); 
Bowden : Oregory VII, 2 vols. (London, 1840) ; Lea : Sacerdotal 
Celibacy (Boston, Houghton), chap, xiv ; Milman, Book vii, chap, i; 
Gregorovius, vol. iv, especially pp. 167-194 and 255-260 ; and works 
cited above. 

The Ottos. Milman, Book v, chaps, xii, xiii. 

Henry IV and Canossa. Milman, Book vii, chap. ii. 

Coronation of Otto the Great. Gregorovius, vol. iii, pp. 330- 
357 ; Bryce, chap. vi. 

Learning at Rome, Gregorovius, vol. iii, pp. 497-516. 

Conditions in Rome. Ibid., pp. 516-562. 

Concordat of Worms. Ibid., vol. iv, pp. 398-400. 

Great as the humiliation at Canossa was, its details have been 
exaggerated by most modern writers — e. g., Milraau's account reads : 
" He [Henry] had laid aside every mark of royalty or of distinguished 
station ; he was clad only in a thin white linen dress of the penitent, 
and there, fasting, he awaited in humble patience the pleasure of the 
Pope. But the gates did not unclose. A second day he stood, cold, 
hungry, and mocked by vain hope. And yet a third day dragged on 
from morning to evening over the unsheltered head of the discrowned 
king." Hefele, in his Conciliengeschichte, vol. v, p. 94, has shown 
that Henry stood for only a few hours each day, under cover, wear- 
ing the " penitent's shirt " over his other clothing. But the humilia- 
tion was just as real even if not enhanced by physical suffering. 

PICTURES 

Otto the Great and his Wife, Edith (p. 54 of text-book). 
Statues preserved in a chapel of the cathedral at Magdeburg. Such 
statues and miniatures, like the one on p. 21 of text-book, are our only 
sources for the appearance of most medieval rulers. Pictures like 
those in the Romersaal at Frankfort are wholly modern " fancy pic- 
tures." 

German Tapestry, Tenth to Twelfth Century (on p. 58 of text- 
book). An example of the kind of work which employed much of a 
lady's time in the middle ages (see p. 140 of text-book). This is not 
tapestry at all according to the modern definition of the term. Con- 
sult encyclopedia articles for the method of making tapestries, medie- 
val and modern. 



FRANCE TO 1108 23 

MAP 

Europe, 962 a. d. (on p. 53 of text-book). To be studied in com- 
parison with the three preceding. Contrast empire of Otto with 
empire of Charles the Great. What lands had come under the sway 
of German civilization since the Treaty of Verdun ? 

TABLES 
Popes (pp. 62-63 of text-book). Note which popes were canon- 
ized ; short reigns of most popes. Anti-popes are not usually given 
in these tables ; it seems wise to name all those who claimed the office 
in 1046. 

CHAPTEE VII 

PRANCE TO 1108 

Note the weakness of the kings ; contrast with Ger- 
many; review briefly the chapters on the invasions and 
feudalism in connection with this chapter and to explain 
the position of the kings. Note carefully the circum- 
stances which favored the growth of the royal power. 
Dwell upon the idea of royal prestige as a motive force, 
and upon what the early Capetians accomplished. The 
rise of the Flemish cities is very important. Arrange the 
subjects topically as in Chapter XIX. 

GENERAL REFEEEKCES 

Adams : French Nation, chap, vi ; Sergeant, chap, xsii ; Duruy, 
chap, xiii ; Perry : St. Louis {Heroes), chap, i ; Kitchin, Book iii. 
chaps, i-iii ; Lavisse and Rambaud, vol. i, chap. x. Above all. the 
excellent Histoire de France, now being published under the editor- 
ship of Lavisse, vol. ii, part ii (Paris, 1901). 

SPECIAL REFEEEKCES AND TOPICS 

RoBERTiANS AND Carolingians. Kitchin, vol. i, pp. 169-178. 
Tout, chap, iv ; Emerton, pp. 405-414. 

Origin of the Capetians. Adams : French Nation, p. 54. 
First Capetians. Kitchin, vol. i, 185-189 ; Emerton, pp. 414-420. 
Hugh Capet and Paris. Hassall, chap. iv. 



24 TEACHING MEDIEVAL HISTORY 

On p. 71, note the strife over Lon-aine, destined to continue for 
centuries ; on p. 72, reverence for Philip of Macedon is characteristic. 

PICTUEES 

Part of a Charter of Hugh Capet (p. 68 of text-book). The 
last line reads Signum Hugoni, followed by the monogram of Hugh 
as king. This example of tenth-century writing should be compared 
with the examples of earlier writing on pp. 5 and 11 of text-book. 

Seal of Henry I (p. 71 of text-book). Inscription, " Henry by 
the Grace of God King of the Frencli (or Franks)." Seals were in 
constant use when writing was difficult for most rulers. 

TABLE 

Kings of France (p. 73 of text-book). Which kings were of the 
Robertian House, and which ones were Carolingiansi Note the long 
reigns of the last three. 



CHAPTER VIII 

ENGLAND TO 1135 

The pupils should note the contrast between England 
and the other countries ; the influence of the Danish 
invasions in uniting the English people under one king ; 
and the important results of the Norman conquest. It is 
well to lay stress upon the tendency toward local self- 
government. Note that in Normandy all the nobles held 
directly from the duke. 

GENERAL REFEEENCES 
Gardiner : Studenfs History of England (Longmans, 1898), pp. 
53-128 ; Green, Book i, chaps, ii-iv ; Book ii, chaps, i-ii ; Green : Short 
History, pp. 77-125 ; Green : Conquest of England \ Freeman : Nor- 
man Conquest ; Green : Making of Engkmd (New York, Harper). 

SOURCES 

Colby, No. 8, Alfred's love of learning ; No. 9, Alfred's wars with 
Danes ; No. 10, Letters of Canute : No. 12, Battle of Stamford Bridge ; 
No. 13, Saxons and Normans ; No. 14, Gregory VII and William, also 



ENGLAND TO 1135 25 

in Lee, No. 50; No, 15, Domesday-Book; No. 16, Conqueror's char- 
acter ; No. 17, Charter of liberties ; last is also in Adams and Ste- 
phens, No. 7, in Lee, No. 55, and in 2\anslations and Reprints, vol. 
i, No. 6. Adams and Stephens: Select Documents of English Consti- 
tutional History (New York, Macniillan, 1901); No. 4, Typical 
Domesday entries ; see also Translations and Reprints, vol. iii, No. 2, 
pp. 6-7. 

Lee : Source Book of English History (New York, Holt, 
1900) ; Nos. 37-40, Alfred and Danes ; Nos. 41-43, Canute ; No. 44. 
Invasion of England ; Nos. 45-47, 51-53, William the Conqueror ; 
Nos. 48-49, Domesday ; No. 54, Exactions of William Rufus ; No. 57, 
Investiture controversy. 

Henderson : Documents, has some laws of William, pp. 7-9 ; 
Translations and Reprints, vol. i. No. 6, English Constitutional 
Documents. See also Historical Sources in Schools, pp. 142-151. 

SPECIAL KEFERENCES AND TOPICS 

Alfred. Green : English People, Book i, chap, iii ; Pauli : Alfred 
the Great (Bohn Library) ; Gardiner, pp. 58-62 ; Milman, vol. iii, pp. 
273-278 ; see also Sources. 

The Old English Kixgship. Freeman : Conquest, vol. i, pp. 52- 
54, 67-68. 

Anglo-Saxon Women. Wright : Womankind, chap. iv. 

Conditions during Early Years of Edward the Confessor. 
Freeman : Conquest, vol. ii, pp. 12-37. 

Death of Edward and Election of Harold. Ibid., vol. iii, pp. 
3-20. 

Coronation of Harold. Ibid., pp. 27-31. 

William. Freeman : William the Conqueror (New York, Mac- 
millan) ; Conquest, vols, iii, iv ; Green, Book ii, chap, i ; Gardiner, pp. 
101-114 ; Green : Short History, 104-117. His Marriage. Freeman : 
Conquest, vol. iii, pp. 52-76. 

Harold's Oath. Ibid., pp. 144-170 ; Freeman : William, chap. v. 

Norman Conquest. Green : Co7>quest, chap, xi ; Freeman, Co7i- 
quest, vol. iii, chaps, xv-xvi ; Gardiner, pp. 96-103. 

Negotiations before the Invasion. Freeman : Conquest, vol. 
iii, pp. 204-215 ; Freeman : William, chap. vi. 

Battle of Hastings. Round, Feudal England, pp. 332-398. 

William's Reign. Freeman: Co7iquest, vol. iv, pp. 1-11; Free- 
man : William, chap, ix ; Green : English People, Book ii, chap, i ; 
Gardiner, chap. vii. 

The Saxon Heptarchy — i. e. seven kingdoms — is a misleading 



26 TEACHING MEDIEVAL HISTORY 

term. There were at most times more or less than seven separate 
realms. The traditional seven are Northumbria, East Anglia, Mer- 
cia, Kent, Sussex, Wessex, and Essex. 

PICTUKE 
Fibula of Gilded Bronze found in Abingdon (p. 75 of text- 
book). Clasp for garment, especially cloak. For its use see pictures 
on pp. 21, 54, of text-book. 

MAP AND TABLE 

England, 878 a. d. (on p. 77 of text-book). Note how little of 
the land was in the power of Alfred ; locate places mentioned in text. 
In table (on p. 85 of text-book) trace out relationships of kings — e. g. 
Edward the Confessor. 



CHAPTER IX 

THE MOSLEM WORLD, 750-1095 

The most important subjects are the characteristics 
of the civilization and the manner in which the Chris- 
tians were brought into contact with it. The Arahian 
Nights are our great source of information for this civili- 
zation, but it is not always easy to interpret these tales. 
Lane's Modern Egyptians (Boston, Little), is an excellent 
guide. 

KEFEKENCES 

Some of the books useful for this chapter are cited in the text-book, 
p. 94, and on p. 10 of this Manual. In addition, Gilraan : Saracens 
{Nations); Tout; Lane: Arabian Society (London, Chatto & Win- 
dus) ; Watts : Christian Recovery of Spain (Nations), chaps, i, ii ; 
Draper : Intellectual Development of Europe, 2 vols. (New York, Har- 
per); Lane-Poole: llohammedan Dynasties (London, Constable); 
Sell: Faith of Islam (London, Trlibner) ; Arnold: Preaching of 
Islam (London, Constable); Bosworth-Smith : Mohammed and 
Ilohammedanism (London, Smith & Elder) ; Lavisse and Rambaud, 
vol. i, chap. XV. 

SPECIAL REFEEENCES 

Arabia before Mohammed. Bury, vol. ii, pp. 258-259; Gibbon 
(ed. Bury), vol. v, pp. 311-333. 



THE BYZANTINE EMPIRE 2Y 

Mohammedan Conquests to Middle of Seventh Century. Bury, 
Tol, ii, pp. 261-378. 

Life and Charactee of Mohammed. Gibbon, vol. v, pp. 333- 
380; Bury, Later Roman J^mpire, Book v, chap. vi. 

Learning and Wealth of Mohammed's Successors. Gibbon, 
vol. vi, pp. 23-33. 

The caliph mentioned on p. 90 was Hakam II, 961-976. The vol- 
umes in his library had to be copied by hand, as this was the only 
way to secure a library before the printing press was brought into 
use. Consequently books were rare and expensive. In order to avoid 
too great bulk and weight, less material was put into a single volume 
(cf. Books of Cfesar). The dates of Mamuu, p. 88, were 813-838. 

Note the centralization of the government with the attendant 
want of interest on the part of the governed. 

Some pupils will be interested to look up Arabic architecture in 
an encyclopedia. Attention may be called to its sources to illustrate 
the manner in which the Arabs acquired their civilization. 

PICTURES 

The Horn and Dagger (pp. 88 and 90 of text-book) illustrate 
Arabic ornamentation. The animals on the horn violate the com- 
mand in the Koran (see p. 91 of text-book). Compare Court of the 
Lions, facing p. 228 of text-book. 

The Arab Coin (p. 92 of text-book) should be compared with the 
coins on pp. 114 and 116 of text-book, and with modern coins. For 
an excellent non-technical account of the importance and usefulness 
of coins in the study of history, see Lane-Poole : Coins and lledals. 

The Mosque of Cordova (facing p. 91 of text-book) is an excel- 
lent example of Moslem architecture. The history of the building 
illustrates the history of Spanish civilization, in part. Consult guide- 
books (Baedeker's SjMin) or encyclopedias. 



CHAPTEE X 

THE BYZANTINE EMPIRE 

As in the preceding chapter the interest centers chiefly 
in the more advanced civilization which Avas destined to 
have a great influence on western Europe. The impor- 



28 TEACHING MEDIEVAL HISTORY 

tant points are (1) the contrast between the Byzantine and 
Western civilizations ; (2) the services performed by the 
Eastern Empire ; (3) its constant vitality and power of re- 
cuperation. 

GENEEAL REFEKENCES 

Oman : Byzantine Empire {Nations) ; Oman : Dark Ages, chap, 
xxviii ; Tout, chap, vii ; Harrison : Byzantine History in the Early 
Middle Ages Qii&cmxWan, 1900); Finhiy: History of Oreece; Lavisse 
and Ram baud, vol. i, chap. xiii. The account in Gibbon, chap, xlviii, 
is unsatisfactory. 

SOURCES 

Account of conditions in tenth century, by a Western traveler. 
Henderson : Documents, pp. 441-477. 

SPECIAL REFERENCES AND TOPICS 

Harrison : Byzantine History has an excellent bibliography, 
giving in the notes references to the most important works on the 
different subjects which he discusses. 

Position of Constantinople. Harrison : Meaning of History, 
chap, xii ; Gibbon, ed. Bury, vol. ii, appendix 9, p. 546 ; Diehl, in 
Essays on the Crusades (Burlington, Vt., 1902), pp. 93-94. 

Decline of Byzantine Army and Battle of Manzikert. 
Oman : Art of War, Book iv, chap, iv ; Byzantine Etnpire, chap. xx. 

Services of the Byzantine Empire. Harrison : Cleaning, 
chap. xi. 

Wealth, Learning, etc. Gibbon, vol. vi, pp. 66-87, 101-108. 

Byzantine Art. Bury : Later Roman Empire, vol. ii, pp. 40- 
54 ; Frothingham, in American Journal of ArchcBology, vol. ix. 

Society in the Eighth Century. Bury, vol. ii, pp. 518-534. 

Eleventh Century Emperor. Bury, in English Historical Re- 
view, vol. iv. 

Continuity of Byzantine History, Freeman : Historical Es- 
says, vol. iii. 

Greek-fire. Harrison : Byzaiitine History, p. 54. 

On p. 101, text-book, note the civilization of Bulgarians, as shown 
by use of skull ; cf. tale of Rosamund in Gibbon, chap. xlv. 

PICTURES 

Greek Emperor (p. 96 of text-book). Note the ricli stuffs in his 
dress. 

St. Mark's, Venice (facing p. 97 of text-book). Note Byzantine 



THE CRUSADES 29 

influence. See books mentioned on p. 11 of this Manual for refer- 
ences. 

St. Sophia, Constantinople (facing p. 102 of text-book). This 
has been for centuries the great model for Byzantine churches in 
Russia and elsewhere. See guide-books, encyclopedias, or works on 
architecture. 

MAP AND TABLES 

Eastern Roman Empire (p. 99 of text-book). Compare for ex- 
tent of territory with map of Roman Empire. 

In Tables (pp. 104-105 of text-book), note confusion and mix- 
ture, large number of usurpers, reigns of women. 



CHAPTEE XI 

THE CRUSADES 

Emphasize the facts that the crusades formed a move- 
ment, under the direction of the Church, participated in 
by all the Christian nations. Lay stress upon the results 
and show how this chapter is connected with the two 
preceding. Because of the interest of the theme and the 
character of the material available, the crusades form a 
very convenient subject for topical study and work. 

Have pupils observe the physical characteristics of 
Syria (Archer and Kingsford, pp. 110-112 ; Munro, in 
Essays, pp. 8-9) and their influence on conditions in the 
Holy Land. Have them make a list of all the peoples who 
were forced into intimate associations in the Holy Land 
(see Munro, in Essays, pp. 10-11). The fable of Peter 
the Hermit makes a useful topic (see Translations and 
Reprints, vol. i, No. 2, pp. 19-22 ; and Archer and Kings- 
ford, pp. 26-28, 35-38. A comparison of the different 
accounts of Urban's speech {Translations and Eepritifs, 
vol. i, Xo. 2, will make the causes of the crusades clearer 
(contrast Milman, vol. iv, pp. 167-179, 184-185). 

Three of Scott's novels {Count Robert, Talisman, and 
Ivanhoe) deal with the crusades. Lately it has become a 



30 TEACHING MEDIEVAL HISTORY 

favorite subject ; Crawford : Via Crucis ; Hewlett : Rich- 
ard Yea and Nay, etc. Such novels may be useful iu 
arousing interest, but should be referred to with great 
caution. 

GENERAL REFERENCES 

Adams, chap, xi ; Tout, chaps, viii, xiii, xix ; Munro, Prutz and 
Diehl, Essays on the Crusades (Burlington, 1902) ; Adams : European 
History, pp. 209-216; Cunningham, pp. 107-108, 114-129; Guizot, 
chap, viii ; Duruy, chap, xix-xxi ; Milman, Book vii, chap, vi ; Hassall, 
chap. V ; Cornish, pjj. 110-153 ; Lavisse and Rambaud, vol. ii, chap. vi. 

SOURCES 

In addition to Translations and Eej^ruits, and Wright : Early 
Travels in Palestine, Archer's Crusade of Richard I is an admirable 
series of selections from the sources ; Chronicles of the Crusades 
(Bohn) contains sources for Richard the Lion-Hearted and Joinville's 
charming life of St. Louis. In Henderson : Docximents, p. 135, Laws 
of Richard for fleet, and p. 333, Summonses to Crusades. 

SPECIAL REFERENCES AND TOPICS 

Pilgrimages. Archer and Kingsford, Masson, pp. 22-23; Lea: 
Confession, vol. ii, pp. 123-135 ; Wright : Early Travels in Palestine 
(Bohn), pp. 1-13, Arculf (c. 700 a. d.) ; pp. 23-31, Bernard the Wise 
(c. 867 A. D.) ; pp. 31-50, Saewulf (c. 1102 A. D.). 

Life in the Kingdom of Jerusalem. Conder : Latin King- 
dom of Jertisalem (London, Young), chap, vi, French Life, chap, vii. 
Native Life ; Archer and Kingsford, chap, xix ; Munro : Christian 
and Lifidel, in Essays. 

Method of Warfare. Oman : A7-t of War, Book v. 

Arms, Armor and Armaments. Archer and Kingsford, chap, 
xxiii. 

Alexius and the Crusaders. Archer and Kingsford, pp. 20- 
21, 43-55 ; Diehl, in Essays, pp. 91-92, 95-104 ; Gibbon, vol. vi, pp. 
287-292; Oman: Byzantine Empire, chap. xxi. 

First Crusade. Archer and Kingsford, chaps, iii-v ; Hassall, 
pp. 65-68; Masson, pp. 23-28; Gregorovius, vol. iv, pp. 280-294; see 
also Letters, in Sources. 

Military Orders. Archer and Kingsford, pp. 169-187; Cor- 
nish, pp. 233-266. 

Crusade of Richard. Archer and Kingsford, chaps, xx-xxii ; 
Lane- Poole : Saladin {Heroes) ; see also Sources. 



THE MONASTIC ORDERS 31 

Crusade of St. Louis. Perry, chaps, vii, viii, xii ; Archer and 
Kingsford, chap. xxv. 

Results. Prutz, in Essays, pp, 45-87. 

Remarks : Note the use of word money on p. 120 ; coins would 
not do. Note the importance of the Children's Crusade and that tlie 
traditional account is not followed in text-book. This is because the 
author, by his own study, has become convinced that the account 
usually given is not accurate. As yet there is nothing in print to 
refer to. In spite of Diehl's arguments the author thinks that Alex- 
ius did appeal for aid. 

PICTURES 

Duke Robert of Normandy (p. 109 of text-book). The armor 
is that worn at the time of the first crusade in which Duke Robert 
took part. Effigies of crusaders have their legs crossed. 

Coins (pp. 114 and 116 of text-book). Note irregular shapes and 
that on the coin of Boheraond the stamp covers only a portion of the 
metal. Dandolo was the leader of the Venetians on the fourth crusade. 

Costumes (facing p. 119 of text-book). This is taken from 
Singleton's Chronicles of Sir John Froissart (Appletons, 1900). The 
lady on the left is Marguerite de Beaujeu, who died in 1351. The next 
is an unknown lady. The third is Anne, dauphine of Auvergne, 
The fourth is Joan of Flanders, Countess of Montfort. The next is 
a maid of honor. The last is a portrait (not authentic) of Heloise, 

MAP 

The Crusading States (p. 113 of text-book). Note the long ex- 
tent of frontier and the way in which the position of the towns is 
determined by the physical characteristics of the country. 



CHAPTER XII 

THE MONASTIC ORDERS 

Note (1) the occupations of the monks ; (2) the advan- 
tages of the congregation idea ; (3) the ideals of Cluny ; 
(4r) the principle which led to the rise of new orders ; (5) 
the prestige of St. Bernard ; (6) why the influence of the 
monks declined ; (7) the importance of the Canons reg- 
ular. Note that Cluny stood for the absolute independ- 
ence of the Church from all lay power. 



32 TEACHING MEDIEVAL HISTORY 



GENERAL REFERENCES 

Tout, ehups. V, ix ; Eckenstein, chap, vi ; Vincent : Age of Hilde- 
brand {Ten A'pochs of Church History), chap, xvii; Montalembert 
(see index) ; Adams : European History, pp. 200-201 ; Encyclopjedia 
Britaunica, article, Monasticism. 

SOURCES 
Henderson : Documents, pp. 829-333 ; Charter of Cluny, Fling, 
No. 6. 

SPECIAL REFERENCES AND TOPICS 

St. Bernard. Emerton, pp. 374-375, 458, 462 ; Mihnan, Book viii, 
chap, iv ; Storrs : Bernard of Clairvaux (London, II odder); Letters, 
translated, 2 vols. (London, Hodges). 

Canons Regular. Emerton, pp. 541-555. 

Monastic Recreations. Feasey : Monasticism, pp. 156-158. 

In Jessopp's Studies by a Recluse (New York, 181)3) there are 
three studies of interest here : St. Albans and her Historian, Bury 
St. Edmunds, On the Edge of the Norfolk Holy Land, 

PICTURES 

Cloisters of Moissac (on p. 125 ol text-book). These arches date 
from the .year 1100. Almost all later monasteries had similar clois- 
ters, often of great beauty. In these the monks walked, meditated, 
and read. 

Pilgrim (on p. 128 of text-book). This is a reproduction of a 
miniature in a thirteenth century manuscript preserved at the 
National Library, Paris. Such figures were very common on the 
medieval roads. 

Letter-carrier (on p. 132 of text-book). The letter was written 
inside a frame like a modern folding-slate. The frame was folded to- 
gether, tied and sealed. All letters had to be sent by private messen- 
gers. Letters were rare and much prized. 

MAP 

Monasteries in France (on p. 127 of text-book). It is impossible 
to show all the monasteries on such a small map. Many of the towns 
in Europe grew up about monasteries. 



LIFE OP THE NOBLES 33 

CHAPTER XIII 

LIFE OF THE NOBLES 

Note the favorite sites for a castle and the method of 
construction. Use the institution of the Truce of God as 
an illustration of the Church's worlc in the middle agfes. 
Have the pupils attempt to write an account of the life 
of a young noble or lady in the twelfth century. 

GENERAL REFEEENCES 
Gautier : Chivalry (London, Routledge), interesting account, with 
excellent pictures. Wright : History of English Culture (New York, 
1874), contains descriptions of the castle, furniture, meals, amusements, 
minstrelsy, etc. His Homes of Other Days (New York, Appletons, 
1871) is practically the same book. His Womankind (New York, 
Scribner), and Domestic Planners (New York, Appletons) are also very 
useful. A part of Dow's translation of chap, i of vol. ii of Lavisse and 
Rambaud touches upon the subjects in this chapter. Cornish : Chiv- 
alry has much of value, especially chaps, i-v, ix, and xiii. Masson, 
chap, ii, deals with chivalry, pp. 33-37, early French literature, etc. 
Oman : Art of War (New York, Putnam), treats of the methods of 
fighting and kindred subjects. See also Kitchin, especially vol. i, 
pp. 243-248 ; and Hallam, chap. ix. 

SPECIAL REFERENCES AND TOPICS 

Education of a Noble. Cornish, pp. 47-68; Games, ibid., pp. 
210-249; Tournaments, ibid., pp. 95-106. 

Chivalry and the Mode of Warfare. Fling, No. 4. 

Truce of God. Emerton, pp. 569-571 ; Masson, pp. 20-21 ; and 
examples in Translations and Reprints, vol. i. No, 2, and Henderson : 
Documents, pp. 208-211. Froissart's Chronicles is of a later date, but 
is of great interest for the life of the nobility. Singleton's Chronicles 
of Sir John Froissart (New York, Appletons, 1900) furnishes a read- 
able version for the young. Aucassin and Nicolette was published in 
a cheap translation by Ford, Howard & Hulbert (New York, 1880) ; 
also byCopeland & Day (Boston, 1896). It is an excellent illustration 
of the poetry of the twelfth century. See also Morris : Old French 
Romances (hor\(\ox\. 1896); Ashton: Romances of Chivalry (London, 
1887), and Smith: Tro^ibadovrs at Home (New York, Putnam). Note 
how "Saracen carpets," mentioned in the text, betray their origin. 



34 TEACHING MEDIEVAL HISTORY 

Have the pupils find out how a sun-dial, or a water-clock, was con- 
structed. Methods of warfare, from Oman, will interest the boys. 

PICTURES 

Recall for this chapter Stone-hurler on p. 46 and Tapestry on p. 58 
of text-book. 

Plan of Castle (on p. 136 of text-book). This shows a plain 
castle in its early form. Later the structures became far more ex- 
tensive and elaborate. 

Ladies' Costumes (on pp. 138 and 140 of text-book). These rep- 
resent thirteenth-century dresses. Compare pictures facing p. 119 of 
text-book. 

Knight (on p. 142 of text-book). Contrast his armor with that 
worn by Duke Robert, p. 109 of text-book. See account of change in 
armor in Archer and Kingsford, chap, xxiii. 

Chessmen (on p. 143 of text-book). Made of ivory; represent 
king, queen, bishop, and knight. They were often lai'ge and heavy. 
In some instances they were used as weapons by angry players. 

Tournament (on p. 145 of text-book). Note the armor of late 
fourteenth or early fifteenth century and contrast with knight above. 
The ladies are in the gallery of honor, the queen (of the tournament) 
in the center, the heralds at either end. 

Rheinstein (frontispiece of text-book) and Chillon (facing p. 137) 
illustrate two of the sites chosen for castles. Chillon was on an island, 
now connected with mainland. See Moore: Dei^elopment and Char- 
acter of Gothic Architecture (New York, Macmillan), and guide-books. 



CHAPTEK XIV 

LIFE OP THE PEOPLE 

Note the great contrast in the condition of the people 
during the eleventh century and the thirteenth, and the 
means by which this change was accomplished. Show the 
benefits of organization. Note how many of the changes 
were due in part to the crusades. This chapter forms an- 
other excellent place for pausing and taking up topical 
work. Make it clear that the gild had little in common 
with the modern trades-union. 



LIFE OF THE PEOPLE 35' 

GENERAL REFERENCES 
Emerton, chap, xv ; Adams, chap, xii ; Adams : European His- 
tory, pp. 218-323; Ashley : English Economic History, vol. i ; Cheyney, 
chaps, ii-iv; Andrews: Old English Ilanor (Baltimore, Johns Hop- 
kins University) ; Seebohm : Village Community (New York, Long- 
mans) ; Cunningham : English Industry and Commerce (New York, 
Macmillan) ; Duruy, chap, xxiii ; Lavisse and Rambaud, vol. ii, chap, i 
(translated by Dow), chaps, viii-ix. See also Mrs. Green : Town Life 
in the Fifteenth Century (New York, Macmillan) ; Ingram : History 
of Slavery and Serfdom (London, Black), especially chaps, iv-v; Gib- 
bins : Industrial History of England (London, Methuen) ; History of 
Commerce (New York, Macmillan). 

SOURCES 

Translations and Reprints, vol. iii, No. 5, Manorial Documents : 
vol. ii, No. 1, English Towns and Gilds ; Fling, vol. ii. No. 8, Rise of 
Cities; No. 9, Trades of Paris; Colby, No. 28, Town Charter; No. 33, 
Manumission of a Villein ; No. 25, Description of London. 

SPECIAL REFERENCES AND TOPICS 

Manor and Village Community. Cheyney, chap, ii ; Ashley, 
chap, i; Andrews, and Seebohm, as above. 

The Towns. Cunningham, pp. 54-66, 89-99 ; Cheyney, chap, iii ; 
Ashley, chap, ii ; Jessopp : Studies, chap, iv ; Duruy, chap, xxii ; 
Guizot, chap, vii ; Henderson : Germany, pp. 417, 419, 421 ; Adams ; 
French Nation, pp. 77-78 for commerce ; see also Sources. 

Gilds. Ashley, pp. 68-96 ; Cheyney, chap, iii ; Gross : Gild Mer- 
chant (2 vols., Oxford, Clarendon Press) ; Seligman : Two Chapters on 
Medieval Gilds (New York, Macmillan). — Gregorovius, vol. v, pp. 310- 
317, gilds in Rome ; Masson, p. 63, gild at Paris ; see also Sources. 

Commerce. Cheyney, chap, iv; Adams, chap, xii; Adams: Eii,- 
ropean History, pp. 217-220. 

PICTURES 

Plan of Manor (on p. 150 of text-book). Although in Germany, 
this is a type of the medieval villages throughout western Europe in 
the later middle ages. Have the pupils note the location of the dif- 
ferent parts, and also of each man's possessions. 

Arms of Paris (on p. 153 of text-book). The most ancient ones 
known. 



36 TEACHING MEDIEVAL HISTORY 

Scene in a Shop (on p. 155 of text-book). Note the general 
appearance of the shop, the richly ornamented stuffs, and the costumes 
of the people. 

Belfry, Bordeaux (facing p. 157 of text-book). Such belfries 
were erected as a sign of local independence in many towns. At the 
sound of the bell the citizens assembled for consultation or to defend 
their town. The belfry was usually the center of the town life. 

Medieval Plaything (on p. 158 of text-book). This is, of course, 
the familiar toy of the present day. 



CHAPTER XV 

THE SCHOOLS AND UNIVERSITIES 

Note that in the early middle ages all education was 
under the direction of the Church, and was intended to 
fit men for the service of the Church. In the twelfth 
century, because of the broadening of the intellectual 
horizon, new subjects were taught and the influence of 
the Church was less prominent. 

GENERAL REFERENCES 

Tout, chaps. Ix, xviii ; Compayre : Abelard (this is unsatisfactory) ; 
Rashdall : Universities of Europe in the Uiddle Ages, 2 vols. (Ox- 
ford, Clarendon) ; Emerton, chap, xiii ; Adams, pp. 364-371 ; Milman, 
Book viii, chap, v ; Lavisse and Rambaud, vol. ii, chap, x ; Poole : 
Illustrations of the History of IledicBval Thought (London, Wil- 
liams). 

SOURCES 

Translatio7is and Reprints, vol. ii. No. 3, The Iledieval Student ; 
Fling, vol. ii. No. 10, Oiraldus Catnbrensis ; Steele : Mediceval Lore 
(Loudon, Nutt) ; Haskins, in American Historical Review, vol. iii, pp. 
203-229 ; Colby, No. 32, Difficulties of a Medieval Scholar. 

SPECIAL REFERENCES AND TOPICS 

Early Education. Wells, chap, xxvi ; West : Alcuin ; Rashdall, 
pp. 33-35 ; Bury, vol. ii, pp. 392-393; Comparetti : Vergil in the Mid- 
dle Ages (New York, Macmillan), pp. 119-134. 

Education of a Parish Priest in England. Cutts, pp. 131-146. 



THE CHURCH 3Y 

Abelard. Emerton, pp. 453-455 ; Tout, pp. 210-214 ; Rashdall, 
vol. i, pp. 48-54, 59-64. 

What a University Was. Rashdall, vol. i, pp. 17-19; Dark 
Ages, ibid., pp. 26-30; Student Universities, ibid., pp. 151-156; 
Ordinary and Extraordinary Lectures, ibid., pp. 207-218 ; 
Studies, ibid., pp. 430-466 ; Privileges, ibid., pp. 292-299. 

Universities and the Friars. Tout, pp. 428-449 ; Rashdall, 
vol. i, pp. 345-370. 

Attitude of the Church toward the Classics, Munro, in 
American Society Church History Papers, vol. viii. 

PICTURES 

Norman School (on p. 161 of text-book). Miniature from a man- 
uscript preserved at Trinity College, Cambridge. The students are 
copying as the teacher reads. 

Seals (on pp. 165 and 166 of text-book). The first two represent 
the seal of the university as a corporate body. Each nation had its 
own seal. The last shows the reading-stand and the lecturer. It is 
the seal of Jean de Blanosco, died 1272. 



CHAPTEE XVI 

THE CHURCH IN THE TWELFTH AITO THIRTEENTH 
CENTURIES 

The important points are the enormous power of the 
Church, its control over secular rulers, the rise of the 
heresies, and of the friars, together with the Inquisition. 
The importance and power of the Church in the thir- 
teenth century can scarcely be exaggerated. Innocent III 
was the arbiter of all Europe. Eead especially Lea : In- 
quisition, vol. i, pp. 3-4. 

GENERAL REFERENCES 

Church histories, see p. 15; Robinson, chaps, xvi, xvii ; Tout, 
chap, xiv ; Sabatier : St. Francis of Assist (London, Hodder) ; Lea : 
Inquisition, vol. i ; Emerton, cliap. xvi ; Lavisse and Rambaud, vol. 
ii, chap, v; Vaughan: Life and Labours of St. Thomas {hondon, 1890). 



38 TEACHING MEDIEVAL HISTORY 



SOURCES 

Henderson : Documents, pp. 344-341), Rule of St. Francis ; pp. 
336-337, 361-365, Papal Election ; pp. 432-437, Clericis Laicos and 
Unam Sanctam. 

Translations and Reprints, vol. ii, No. 4, Medieval Sermon- 
Stories ; vol. iii, No. 6, Pre-Reformatioti Period. 

St. Francis : Mirror of Perfection (London, Nutt) and Little 
Flowers (London, Dent). See Historical Sources in Schools (New 
York, Macmillan), pp. 78-79. 

SPECIAL REFERENCES AND TOPICS 

Papal Election and Cardinals. Fisher : Discussions in His- 
tory and Theology (New York, Scribner), pp. 141-160. 

Theory of Papal Power. Gregorovius, vol. v, pp. 185-186. 

Heresies. Lea : Inquisition, vol. i, chaps, ii-iii ; Robinson, chap, 
xvii ; Milman, Book ix, chap. viii. 

Albigensian Crusade. Tout, pp. 216-217 ; Vincent, chap, xxxi ; 
Lea : Inquisition, vol. i, chap, iv ; Masson, pp. 82-86. 

Inquisition. Lea : Inquisition ; Vincent, chap, xxxvi. 

Innocent III. Emerton, pp. 314-343. 

Mendicant Orders. Sabatier ; Jessopp : Coming of the Friars, 
chap, i (New York, Putnam) ; Milman, Book ix, chaps, ix, x ; Lea : 
Ifiquisition, vol. i, chap, vi ; Vincent, chaps, xxxiv-xxxv ; Cutts, chap. 
xxiv; Gregorovius, vol. v, pp. 105-118; Robinson, chap. xvii. 

Power of the Keys. Lea : Confession, vol. i, chap. vii. Fla- 
gellants. Gregorovius, vol. v, pp. 331-334. Teaching of the 
Church about Interest. Ashley : English Economic History, vol. 
i, pp. 126-163. Sacraments. Robinson, chap. xvi. Canon Law, 
Emerton, pp. 582-592 ; see also Maitland : Roman Canon Late in 
the Church of England (Cambridge University Press). 

On p. 175 it may be useful to speak of customs as one of the main 
sources of all law — e. g., Why does the law compel us to go to 
the right ? 

PICTURES 

Thirteenth Century Chessman (on p. 171 of text-book), rep- 
resents bishop and assistants. Recall Chessman on p. 143. 

Crozier (on p. 173 of text-book). Pastoral staff of bishops, their 
insignia of office ; often of beautiful workmanship. 

Cathedral, Pisa (facing p. 174 of text-book). Reason for con- 
struction, consult Baedeker or other guide-books. For architecture, 



GERMANY AND ITALY 39 

consult encyclopedias. The leaning tower is the campanile, or bell- 
tower. 

St. Francis, Assisi (facing p. 179 of text-book). An excellent 
example of two churches, one built above the other. Such church 
buildings are not uncommon. Consult works as above. 

TABLES 

Popes (on pp. 180-181 of text-book). Note the gap, 1241-1243, 
and connect with the history of Frederick II. For later gaps ascer- 
tain reason and thus illustrate the close connection of the papacy with 
the political events of the time. 



CHAPTEE XVII 

GERMANY AND ITALY 

The most important subject in this chapter is the 
explanation of why Germany and Italy became divided 
and weak. The contrasts between Germany, France, and 
England should be carefully worked out and emphasized. 
The interest centers about the contests of the emperors 
with the popes and with the Lombard cities. The modern 
character of Frederick II should be emphasized. The 
beginnings of the Swiss Confederation, of the Hanseatic 
League, and of Eussia, should be carefully noted. 

Call the attention of the pupils, in this and the fol- 
lowing chapters, to three tendencies of modern history : 
toward centralization, constitutional government, and 
separation of Church and State. 

GENERAL REFEKENCES 

Henderson, chaps, xv-xxvi ; Tout, chaps, x, xi, xvi, xxi ; Lodge, 
chaps, i, ii, vi, vii, xviii, xix : Bryce. chaps, xi-xiv ; Duruy, chaps, 
xviii, xxix, xxx ; Lavisse and Rambaud, vol. ii. chaps, iii, iv ; Balzani: 
Tlie Popes and the Hohenstaufens {Epochs) ; Fisher : Meclimval Em- 
pire, 2 vols. (Macmillan, New York) ; Browning: Ouelfs and Ghibel- 
lines (London, Methuen). 



40 TEACHING MEDIEVAL HISTORY 



SOURCES 

Henderson : Documents, pp. 211-315, Peace of the Land ; pp. 410- 
419, BesanQ07i Ujnsode ; pp. 420-430, Frederick Barharossa and 
Alexander III; pp. 215-217, Establishment of the Duchy of Austria ; 
pp. 260-261, Golden Bull, 1356. 

SPECIAL REFERENCES AND TOPICS 

Lombard Cities. Emerton, pp. 284-291, 302-311, 344, 348, 349; 
Adams, pp. 252-253, 302-303; Tout, chap, xi; Duffy: Tuscan Repub- 
lic {Nations) ; Balzani. 

Arnold of Brescia. Emerton, pp. 293-297, 454-456; Milman, 
Book viii, chap, vi ; Gregorovius, vol. iv, pp. 478-486, 502-548. 

BESANgoN Episode. Vincent, pp. 230-232 ; see also Sources. 

Defeat of Frederick I. Gregorovius, vol. iv, pp. 592-602. 

Frederick II. Henderson, pp. 349-397 ; Gregorovius, vol. v, pp. 
265-272 ; Kington : Frederick II, 2 vols. (Macmillan). 

Policy of Hohenstaufens. Adams, p. 250 ; Emerton, p. 274. 

Development in the Twelfth and Thirteenth Centuries. Hen- 
derson, chap, xxvii. 

Literature of the Hohenstaufens. Henderson, chap, xxviii. 

Germany after the Hohenstaufens. Adams, pp. 336-360: 
Tout, chap, xxi ; Duruy, chap, xxx ; Bryce, chaps, xiii-xiv. 

Hanseatic League. Cunningham, pp. 108-114; Ziramern : 
Hansa {Nations). 

Venice. Brown : Venice (New York, Putnam) ; Oliphant : Makers 
of Venice (New York, Macmillan) ; Wiel : Story of Venice {Nations). 

PICTURES 

Frederick Barbarossa (on p. 187 of text-book). Compare what 
is said of picture on p. 54 of text-book. 

Henry and Matilda (on p. 192 of text-book). Excellent illustra- 
tions of medieval art in monuments. 

Seal (on p. 194 of text-book). Note the way in which the falcon 
is carried. Falconry was one of the favoi'ite amusements. Lords and 
ladies are often represented carrying a hawk. 

MAPS AND TABLE 

Italy (on p. 188 of text-book). Study the political divisions care- 
fully, in order to understand conditions in Italy. 

Swiss Cantons (on p. 200 of text-book). Noted battles are 
marked. Note position of original League and great extension in the 



FRANCE, 1108-1314 41 

middle of the fourteenth century, A glance at a map of Switzerland 
■where the mountains are given will show the favorable position of the 
Forest cantons. 

GuELFS AND Ghibellines (on p. 203 of text-book). Trace out 
relationships. Note the extinction of the Hohenstaufen family in the 
male line. 

CHAPTER XVIII 

FRANCE, 1108-1314 

Note especially the two tasks which the kings had to 
accomplish, the circumstances which aided them, and the 
steps in the creation of France, with the reasons why the 
kings succeeded. Emphasize in the second task that it 
devolved upon the king alone. Have the pupils rearrange 
material chronologically instead of topically. Remark the 
importance of the battle of Bouvines, and of the fine per- 
sonal character of St. Louis. 

GENERAL EEFERENCES 

Adams : French Nation, chaps, vii, viii ; Emerton, pp. 420-433 ; 
Duruy, chaps, xxiv, xxv ; Kitchin, Book iii, chaps, v-x ; Lavisse and 
Rambaud, vol. ii, chap, vii ; above all, Lavisse : Histoire de France, 
vol. iii (Paris, 1901). 

SPECIAL REFERENCES AND TOPICS 

Philip Augustus. Button : Philip Augushis (New York, Mac- 
millan) ; Walker : Increase of Royal Poiver imder Philip Augustus 
(Leipzig, Dissertation) ; Milraan, Book ix, chap. iv. 

Annexation op Toulouse. Hassall, chap. vi. 

Progress of France in the Thirteenth Century. Hassall, 
chap, vii ; Masson, chap. vi. 

St. Louis. Masson, chap, v ; Perry: St, Louis (Heroes), especially 
chap, xi ; Joinville : Life of St. Louis. 

PICTURES 

Seal of Paris (on p. 205 of text-book). Medieval seal, repre- 
senting a vessel. 

Charter of St. Louis (on p. 207 of text-book). The seals of all 
the nobles who witnessed the document are appended. 



42 TEACHING MEDIEVAL HISTORY 

Cathedral, Amiens (facing p. 208 of text-book). See Moore: 
Development and Character of Gothic Architecture (New York, Mac- 
millan). 

St. Louis and Marguerite de Provence (on p. 212 of text-book). 
The latter was the wife of St. Louis. Note costume, and especially 
Heurs de lis. The first is from a miniature ; the second from a draw- 
ing of a statue which is now destroyed. 

MAP 

English Possessions in France (on p. 209 of text-book). Note 
the relative extent of these as compared, first, with territory of King 
of France ; secondly, with England. This map can also be used to 
illustrate French history in general. 



CHAPTEK XIX 

ENGLAND, 1135-1327 

The important subject is tlie development of the power 
of the nobles and people, restricting the king's absolute 
authority. Note that Green says that modern England 
dates from the reign of Edward I. Have the pupils re- 
arrange material chronologically. It may be well to give 
them the technical names for the laws, llortmain, Quia 
efnptores, etc. ; this sometimes aids the memory. 

GENEKAL REFERENCES 
Green : Short History, pp. 131-229 ; Norgate : England under 
the Angevin Kings (New York, Macmillan) ; Stubbs : Constitutional 
History. 

SOURCES 

English History from Contemporary Sources contains the fol- 
lowing : St. Thomas of Cantei-bury, Stronghow's Conquest of Ireland, 
The Jews of Angevin England, Misrtde of Henry III, Simon of 
Montfort and his Cause, Edward III and his Wars ; published by 
Putnam, New York. 

Henderson : Documents contains Bull of Adrian IV fcr Con- 
quest of Ireland, Constitution and Assize of Clarendon, Magna 



THE OTHER EUROPEAN NATIONS 43 

Charta, John's Concession of England, Statutes of Mortmain and 
Quia Emptores. 

Colby contains Adulterine Castles, First Norman Invasion of 
Ireland, Murder of Becket, Prowess of Cmur de Lion, Interdict, Ex- 
tortion of Magna Charta, Summons to Parliament, English View 
of Wallace and Bruce. See also Historical Sources in Schools. 

SPECIAL REFERENCES AND TOPICS 

Henry II. Green, Book ii, chap, iii ; Mrs. J. R. Green : Henry II 
(New York, Macmillau). 

St. Thomas. Froucle : Thomas a Becket (New York, Longmans). 

Innocent III and John. Green, Book iii, chap, i ; Milman, 
Book ix, chap, v; Vincent, chap, xxxiii ; Gardiner, i^p. 176-180. 

Edward I. Green, Book iii, chap, iv ; Tout : Edward I (New 
York, Macmillan). 

Growth of Industry and Commerce. Cunningham : Past and 
Present, vol. i, chaps, i-vi. 

Effect of Norman Conquest on English Church. Cutts, 
chap. vi. Have students select the parts of Magna Charta which are 
most important for modern times. 



CHAPTER XX 

THE OTHER EUROPEAN NATIONS 

Contrast the conditions in each of these countries with 
the conditions in Germany, Italy, France, and England. 
Note why we are unable to give a definite date for the 
close of the middle ages, and why we choose the begin- 
ning of the fourteenth century for some countries. Sum 
up the changes between 800 and 1300. 

REFERENCES 

For Spain. Watts : Christian Recovery of Spain (Nations), 
chaps, iii-xii. Burke : History of Spain, 2 vols. (New York, Long- 
mans) ; Adams, pp. 362-363 ; Hallam, chap. iv. CiD. Watts, chap, 
iii ; Rise of Smaller States, ibid., chap, iv ; Government and Let- 
ters, ibid., vi ; Pedro the Cruel, ibid., chap. viii. 

Portugal. Stephens : Portugal (Nations). 



MAR 20 1903 .j 

44 TEACHING MEDIEVAL HISTORY 

Eastern Empire. Oman : Byzantine Umpire {Nations), chaps, 
xxii-xxvi ; Freeman : Ottoman Potver. library of CONGRESS ^ 

Latin Empire. Oman, chap, xxiii. Illlilll I I I lli I llll llll lli 



Poland. Morfill : Poland {Nations). 

Hungary. Yamhevj : Hwigary {Nations). Q (j/1 ^^f) 1^^ '^ 

Norway. Boyesen : Norway {Nations). ^ , 

In general, Duruy, chap, xxxi ; Lavisse and Rambaud, vol. i, 

chap, xiv ; vol. ii, chaps, xii-xv. 

Results of Expulsion of Moors from Spain. Lea: Moriscos 

(Philadelphia, 1901), especially chap, xi. 

PICTURES 

Court of the Lions (facing p. 228 of text-book). Note that it 
transgresses command of Koran. See Irving's Alliamhra (New York, 
Macmillan) for best description. 

Wooden Uoor (on p. 231 of text-book). Tenth to eleventh cen- 
tury. Represents one of the commonest forms of medieval art, wood 
carving. Emphasize the fact that Iceland was a part of medieval 
Europe. 

MAP 

Spain (on p. 226 of text-book). Note the divisions and their 
changes in name and extent. 

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